Comparison of the Effectiveness of Self-Regulation Training and Problem Solving Skills Training on Academic Engagement and Academic Resilience of Tenth Grade Male Students

Introduction and The aim of this study was to compare the effectiveness of self-regulatory education and problem solving skills training on academic engagement and academic resilience of 10th grade male students in Ahvaz. The method of the present study was quasi-experimental with a pretest-posttest design and follow-up with a control group. Using multi-stage cluster sampling method, after random selection of a number of schools from all boys' secondary schools in Ahvaz, 60 tenth grade students were divided into 3 groups (including two intervention groups and a control group). Before the training classes, all three groups (including two intervention groups and a control group) were evaluated with the academic engagement questionnaire (Scheffley et al, 2002) and academic resilience Questionnaire (Martin and Marsh, 2009). Zimmerman (2000) self-regulatory skills and the second experimental group of Dezorilla and Goldfried (1971) problem solving skills training program were presented in 9 sessions. The data from the study were analyzed through repeated measurement ANOVA. The results showed that self-regulation training and problem-solving skills training had an effect on students' academic engagement and academic resilience. The results of post hoc test also showed that self-regulatory training had a greater impact on academic resilience. However, there was no significant difference between educational interventions in the variable of academic engagement. Based on the findings of this study, it can be concluded that self-regulation training and problem solving skills are appropriate intervention methods to increase students' academic engagement and academic resilience.